ABSTRACT
Introduction The year 1989 brought tectonic shifts in the geopolitical configuration of the world while attracting unprecedented attention to the manifold transformations of Central and Eastern European states. With the European Union’s (EU) eastward enlargements of 2004 and 2007, students of Europeanization have developed an even keener interest in the dynamics between post-socialist democratization, the EU and compelling reconfigurations sweeping the region (Schimmelfennig and Sedelmeier 2005). Considered a key aspect of ‘transition’ to democracy and a market economy, education in these countries has been intensely scrutinized. The ex-socialist schooling systems had to be thoroughly reformed in order to promote democratic and active citizenship ideals and to rid the region of its notorious nationalisms through innovative and progressive teaching programmes (Georgescu 2000; Georgi 2008; Tobin 2010). International organizations such as the World Bank, UNESCO,
the Council of Europe and the EU promoted educational programmes together with domestic governments and an ever-growing internationalized civil sector (for example the Soros Open Society Network). The post-socialist states’ declared intention of (re)joining Europe (not just the EU) through various international cooperation programmes was seen as part and parcel of their new-found commitment to democracy.
